First a test of significance is conducted to determine if a significance difference exists between any of the analyzed groups. A second test is conducted if a significance difference is found to determine which of the groups differ. Please review the following to see how results from an ANOVA are reported and answer the following to review credit for both the participation and submission components for SPSS 3. Remember the questions are strictly for an attention check to indicate you have read the following.

A) SPSS 3: Name a factor or variable that significantly affects college completion rates?

B) SPSS 3: Which question assesses difference between more than 3 groups (four conditions)?

1. Do SAT scores have a significant effect on completion rates? If so, which conditions differed significantly from each other? Write up the results in full APA style. SAT scores have a significant effect on completion rates, F(2, 327) = 186.44. p < .001. Students with high SAT scores are more likely to graduate on time than students with moderate SAT scores (p < .001) and students with low SAT scores (p < .001). Students with moderate SAT scores are also more likely to graduate on time than students with low SAT scores (p < .001).

2. Does institution size have a significant effect on completion rates? If so, which conditions differed significantly from each other? Write up the results in full APA style. Institution size has a significant effect on completion rates, F(2, 531) = 11.1, p < .001. Large institutions have significantly higher completion rates than medium (p = .02) and small (p < .001) institutions, but medium and small institutions do not differ significantly from each other (p = .07).

3. Does the percentage of students with Pell grants have a significant effect on completion rates? If so, which conditions differed significantly from each other? Write up the results in full APA style. The number of students with Pell grants has a significant effect on completion rates, F(3, 530) = 74.31, p < .001. Schools with the lowest percentage of students with Pell grants have significantly higher completion rates than all other categories including schools with moderately low percentages of students with Pell grants (p < .001), schools with a moderately high percentage of students with Pell grants (p < .001), and schools with the highest reported percentages of students with Pell grants (p < .001). Schools with a moderately low percentage of students with Pell grants have significantly higher completion rates than both schools with a moderately high percentage of students with Pell grants (p < .001), and schools with the highest percentage of students with Pell grants (p < .001). However, schools with a moderately high Pell percentage did not have significantly higher completion rates than schools with a high Pell percentage (p = .19) suggesting there is no difference between the college completion rates of schools that have moderately high or high percentages of students with Pell grants. This indicates a higher completion rate among institutions with smaller percentages of students with Pell grants.